Psychoeducational Approach of Vygotsky and its ...

Prop?sitos y Representaciones Jul.-Dec. 2018, Vol. 6, N? 2: pp.631-669

ISSN 2307-7999 e-ISSN 2310-4635

Review Article

Psychoeducational Approach of Vygotsky and its Relationship with the Symbolic Interactionism: Application to the Juvenile Criminal Responsibility and

Educational Processes

Enfoque psicoeducativo de Vigotsky y su relaci?n con el interaccionismodseimrebs?ploicnos:aAbiplildicaadcip?ennaallojus vpernoicle1sos educativos y

Pablo Alberto De Rosa Universidad Salesiana, Bah?a Blanca, Argentina ORCID:

Received on 5-28-18 Reviewed on 6-20-18 Approved on 9-18-18 Online on 10-4-18

*Correspondence

Cite as:

Email: pabloaderosa@

1Nota

This article was submitted at final work on "Education Psychology" carried out by Lic. Antonela Valente, in the "Teacher Training Course Cycle ? University Faculty", taught by the School of Humanities if the La Plata Catholic University (campus Bah?a Blanca), in March 2018.

De Rosa, P. (2018). Psychoeducational Approach of Vigotsky and its Relationship with the Symbolic Interactionism: Application to the Juvenile Criminal Responsibility and Educational Processes. Prop?sitos y Representaciones 6(2), 631-669 . Doi: http:// dx.10.20511/pyr2018.v6n2.246

? Universidad San Ignacio de Loyola, Vicerrectorado de Investigaci?n, 2018 This article is distributed under license CC BY-NC-ND 4.0 Internacional

().

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Psychoeducational Approach of Vygotsky and its Relationship with the Symbolic Interactionism: Application to the Juvenile Criminal Responsibility and Educational Processes

Summary

The psychoeducational intellectual work of Lev Vygotsky (1896-1943) provides a theoretical and sociohistorical meaning that allows you to see from a contextualized perspective the higher forms of self- regulation, conscious control and forms of self-governance. This contribution to the theory of the psychology of education is clearly consistent with the conclusions of the interaction approaches that have been developed by the sociology of the Chicago School (George Mead, 1863-1931), proposing the concept of "Symbolic Interactionism" (Herbert Blumer, 1900-1987), to explain the essentially social nature of the person and his actions, which were consolidated in the field of criminology. From the recognition of the pedagogical-educational purpose that is assigned to the process and juvenile criminal sanction, the present essay aims to use the socio- historical theoretical (Vygotsky) and interactionist (Mead-Blumer) reasoning, to think about the importance and influence they have in the setting of goals of the juvenile criminal system and how the criminal and educational processes have a high impact on the formation of subjectivities. In this way, it will state that the process of educational formation is an essential instrument of socialization and humanization of the subject.

Keywords: Psychoeducational, socio-historical theory, symbolic interactionism, juvenile criminal sanction, socialization.

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Resumen

La labor intelectual psicoeducativa de Lev Vigotsky (1896-1943), aporta un significado te?rico socio-hist?rico que permite ver desde una visi?n contextualizada las formas superiores, de autorregulaci?n, control consciente y formas de auto gobernaci?n. Este aporte a la teor?a de la piscolog?a de la educaci?n, encuentra conclusiones claramente coincidentes con los enfoques de la interacci?n que han sido elaboradas por la sociolog?a de la Escuela de Chicago (George Mead, 1863-1931), proponiendo el concepto de "Interaccionismo simb?lico" (Herbert Blumer, 1900-1987), para explicar el car?cter esencialmente social de la persona y sus acciones, los que se consolidaron en el ?mbito de la criminolog?a. Desde el reconocimiento de la finalidad pedag?gica-educativa que se le asigna al proceso y sanci?n penal juvenil, el presente ensayo tiene por objetivo utilizar los razonamientos te?ricos socio-hist?rico (Vigotsky) e interaccionistas (Mead-Blumer), para pensar la importancia e influencia que tienen los mismos en la determinaci?n de los objetivos del sistema penal adolescente y c?mo los procesos educativos y penales tienen un alto impacto en la formaci?n de subjetividades. De esta manera, se afirmar? que el proceso de formaci?n educativo resulta un instrumento esencial de socializaci?n y humanizaci?n del sujeto.

Palabras clave: Teor?a psicoeducativa socio-hist?rica; Interaccionismo simb?lico; Sanci?n penal juvenil; Socializaci?n.

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Psychoeducational Approach of Vygotsky and its Relationship with the Symbolic Interactionism: Application to the Juvenile Criminal Responsibility and Educational Processes

Introduction

"...the internalization of socially rooted and historically developed activities is the distinguishing feature of human activity, the basis of the qualitative leap from

animal to human psychology..."

Lev Vygotsky (1896-1943)

The psychoeducational intellectual work of Lev Vygotsky (1896-1943) is undoubtedly a tool that provides a theoretical, sociohistorical and methodological meaning since it represented the reorganization of a key social system and associated modes of discourse with potential consequences for the development of new forms of thinking.

The modern character of the Vygotsky's psychological program is reaffirmed from the particular perspective of the weight given to educational processes, analyzing their impact on the subjective development. This development allows seeing from a contextualized vision, among others, higher forms, forms of self-regulation, conscious control, and forms of selfgovernment.

This contribution to the education psychology theory yields conclusions that clearly coincide with the interaction approaches elaborated by the sociology of the Chicago School (George Mead, 1863-1931), proposing the concept of "Symbolic Interactionism" (Herbert Blumer, 1900-1987) to explain the essentially social character of the person and his actions, which impacted and were incorporated in the field of criminology.

From the recognition of the pedagogical-educational purpose given to the juvenile criminal process and sanction, this article aims to use the theoretical sociohistorical (Vygotsky) and interactionist (Mead-Blumer) reasoning to think about their significance and influence in setting the objectives of the juvenile criminal system, and how the educational and criminal processes have a high impact on the formation of subjectivities.

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Pablo Alberto De Rosa

To this end, special attention will be paid to the most significant basic theoretical guidelines proposed by the authors in order to consider the educational training process as an essential instrument of socialization and humanization of the subject.

Argument

Lev Vygotsky's Sociohistorical Theory. Approaches to Concepts of Higher Psychological Processes (HPP), Internalization, and Zone of Proximal Development (ZPD).

Vygotsky has provided the most important contributions with respect to the role of culture and social organization in the development of higher psychological processes, fundamentally focusing his studies on the social determinants of development.

He maintains that the individual is inseparable from the society where he lives, which transmits him forms of conduct and of organization of the knowledge that the subject has to internalize; thus, the development of the individual takes place in the society where he lives (Ferreyra & Pedrazzi, 2007, p. 59).

It is a fact that the subject is not made from the inside out; it is not a passive reflection of the environment. On the contrary, it is a result of the subject's relationship with others.

Learning is not focused on an internal problem of the individual, but it has two differential aspects: one initial and biological, based on repetition and memory; and the other one referred to the higher functions of sociocultural thought, based on creative and symbolic thinking. While the biological aspect lays the foundation for general development (natural line), only the cultural and social context (cultural line of development) enables higher learning development (Ferreyra & Pedrazzi, 2007, p. 59; Lucci, 2006, p. 8).

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